fleet that conveyed the Princess of Orange. The year following he published his great philosophical work, "An Essay Concerning Human Understanding," which was designed to establish the capabilities and the limitations of the human mind. It had a wide circulation not only in England, but also in France and Germany; and everywhere it exerted an immense influence upon philosophic thought.

In 1693, after he had achieved a European reputation as a philosopher, he published a treatise entitled, "Some Thoughts Concerning Education." It is not very careful in style nor methodical in its arrangement; but it is especially noteworthy as the first attempt in England to discuss education in a comprehensive and practical way. Though primarily designed to direct the education of a gentleman, or nobleman, the work, in large measure, is applicable to general education. It has influenced educational thought in no small degree, Rollin and Rousseau, in particular, borrowing from it in large measure.

"Locke is a thorough Englishman," says Karl Schmidt, "and the principle underlying his education is the principle according to which the English people have developed. Hence his theory of education has in the history of pedagogy the same value that the English nation has in the history of the world. He stood in strong opposition to the scholastic education current in his time, a living protest against the prevailing pedantry; in the universal development of pedagogy he gives impulse to the movement which grounds education upon sound psychological principles, and lays stress upon breeding and the formation of character."

Locke's treatise covers more than two hundred octavo pages. The following extracts, in every case the language of the original, are designed to exhibit his views on all essential points, and will be read with interest.

SELECTIONS FROM JOHN LOCKE.

SOME THOUGHTS CONCERNING EDUCATION.

I. A sound mind in a sound body is a short but full description of a happy state in this world; he that has these two has little more to wish for; and he that wants either of them will be but little the better for anything else. Men's happiness or misery is most part of their own making. He whose mind directs not wisely will never take the right way; and he whose body is crazy and feeble will never be able to advance in it. I confess there are some men's constitutions of body and mind so vigorous, and well framed by nature that they need not much assistance from others; but, by the strength of their natural genius, they are, from their cradles, carried towards what is excellent; and, by the privilege of their happy constitutions, are able to do wonders. But examples of this kind are but few; and I think I may say that of all the men we meet with, nine parts of ten are good or evil, useful or not, by their education. It is that which makes the great difference in mankind.

2. I imagine the minds of children as easily turned this or that way as water itself; and though this be the principal part, and our main care should be about the inside, yet the clay cottage is not to be neglected. How necessary health is to our business and happiness, and how requisite a strong constitution, able to endure hardships and fatigue, is to one that will make any figure in the world, is too obvious to need any proof. What concerns the body and health reduces itself to these few and easily observable rules. Plenty of open air, exercise, and sleep; plain diet, no wine or strong drink, and very little or no physic; not too warm and strait clothing; especially the head and feet

kept cold, and the feet often used to cold water and exposed

to wet.

3. The great mistake I have observed in people's breeding their children has been that this has not been taken care enough of in its due season; that the mind has not been made obedient to discipline, and pliant to reason, when at first it was most tender, most easy to be bowed. Parents being wisely ordained by nature to love their children, are very apt, if reason watch not that natural affection very warily are apt, I say, to let it run into fondness. They love their little ones, and it is their duty: but they often with them cherish their faults too. They must not be crossed, forsooth; they must be permitted to have their wills in all things: and they being in their infancies not capable of great vices, their parents think they may safely enough indulge their little irregularities, and make themselves sport with that pretty perverseness, which they think well enough becomes that innocent age. But to a fond parent, that would not have his child corrected for a perverse trick, but excused it, saying it was a small matter, Solon very well replied: "Aye, but custom is a great one.'

4. He that has not a mastery over his inclinations, he that knows not how to resist the importunity of present pleasure or pain, for the sake of what reason tells him is fit to be done, wants the true principle of virtue and industry, and is in danger of never being good for anything. This temper, therefore, so contrary to unguided nature, is to be got betimes; and this habit, as the true foundation. of future ability and happiness, is to be wrought into the mind as early as may be, even from the first dawnings of any knowledge or apprehension in children; and so to be confirmed in them, by all the care and ways imaginable, by those who have the oversight of their education.

5. On the other hand, if the mind be curbed and hum

bled too much in children; if their spirits be abased and broken much by too strict a hand over them, they lose all their vigor and industry, and are in a worse state than the former. For extravagant young fellows, that have liveliness and spirit, need sometimes to be set right, and so make able and great men: but dejected minds, timorous and tame, and low spirits, are hardly ever to be raised, and very seldom attain to anything. To avoid the danger that is on either hand is the great art: and he that has found a way how to keep up a child's spirit, easy, active, and free, and yet, at the same time, to restrain him from many things he has a mind to, and to draw him to things that are uneasy to him - he, I say, that knows how to reconcile these seeming contradictions, has, in my opinion, got the true secret of education.

6. He therefore that is about children should well study their natures and aptitudes, and see, by often trials, what turn they easily take, and what becomes them; observe what their native stock is, how it may be improved, and what it is fit for; he should consider what they want, whether they be capable of having it wrought into them by industry, and incorporated there by practice; and whether it be worth while to endeavor it. For in many cases all that we can do or should aim at, is to make the best of what nature has given, to prevent the vices and faults to which such a constitution is most inclined, and give it all the advantages it is capable of. Every one's natural genius should be carried as far as it could; but to attempt the putting another upon him will be but labor in vain; and what is so plaistered on will at best sit but untowardly, and have always hanging to it the ungracefulness of constraint and affectation.

7. It is virtue, direct virtue, which is the hard and valuable part to be aimed at in education, and not a forward

pertness or any little arts of shifting. All other considerations and accomplishments should give way and be postponed to this. This is the solid and substantial good, which tutors should not only read lectures and talk of, but the labor and art of education should furnish the mind with, and fasten there, and never cease till the young man had a true relish to it, and placed his strength, his glory, and his pleasure in it.

The more this advances, the easier way will be made for other accomplishments in their turns. For he that is brought to submit to virtue will not be refractory or resty in anything that becomes him. And therefore I can not but prefer breeding of a young gentleman at home in his father's sight, under a good governor, as much the best and safest way to this great and main end of education, when it can be had, and is ordered as it should be.

8. It will perhaps be wondered that I mention reasoning with children; and yet I can not but think that the true way of dealing with them. They understand it as early as they do language; and if I misobserve not, they love to be treated as rational creatures sooner than is imagined. It is a pride should be cherished in them, and as much as can be, made the greatest instrument to turn

them by.

But when I talk of reasoning, I do not intend any other but such as is suited to the child's capacity and apprehension. Nobody can think a boy of three or seven years old should be argued with as a grown man. Long discourses and philosophical reasonings at best amaze and confound, but do not instruct children. When I say therefore that they must be treated as rational creatures, I mean that you should make them sensible, by the mildness of your carriage, and the composure, even in your correction of them, that what you do is reasonable in you, and useful and nec